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China Teachers' Daily: Hello, Mr. Zhang, when the Chinese curriculum reform in China is gradually deepening, there have been some puzzles in practice in various places. In view of this situation, you put forward the Chinese teaching concept of "advocating simplicity, being practical and moderate", which was called "eight-character policy" by the teacher. Can you talk about the considerations on which these four points were put forward?
Jasmine Zhang: In the process of implementing Chinese Curriculum Standards, some new changes have taken place in Chinese classes in experimental areas: stimulating children's interest in learning, cooperative learning, using multimedia more, allowing students to collect more materials, and encouraging students to interpret more ... However, curriculum reform is a brand-new job after all, and everyone will inevitably handle it improperly and even have some deviations. In order to further deepen the reform of Chinese curriculum, I put forward these eight words for teachers' reference in teaching.
let's talk about advocating simplicity first. How can I learn Chinese well? I don't think this is complicated. The Chinese Curriculum Standard says "master the law of using Chinese in a lot of Chinese practice". What is Chinese practice? Isn't the most important thing to read and write more? There is a very incisive saying in "Chinese Curriculum Standards": "We advocate doing fewer questions, reading more, reading well, reading good books and reading the whole book." This is about reading more. He also said: "Let students learn to write in writing practice." That is to say, if you write too much, you will write. Therefore, we should not artificially make Chinese education so complicated and inscrutable. Some people break down Chinese into knowledge points and ability points and train them one by one, trying to improve the efficiency of Chinese teaching with such teaching methods, which is completely wishful thinking. However, some teachers set the teaching objectives mentioned in the Chinese Curriculum Standard as: knowledge ability, method process and emotional attitude and values, which complicates the goal of Chinese learning. "Chinese Curriculum Standards" refers to the "three dimensions" of teaching objectives, not the independent "three objectives"! Simply speaking Chinese should have the following characteristics: the clue is simplified and the goal is simple; More "Chinese" (that is, let students read more and write more) and less "about Chinese"; The classroom situation is relatively stable, rather than changing frequently like a lantern; Finish the homework in class and return the extracurricular time to the students.
followed by the service book. The word "Ben" here has three meanings: one is student-oriented. Teachers must never forget that students are "masters of Chinese learning". Teachers should cooperate with students, not let students cooperate with themselves. The second is the noumenon of Chinese. What is the noumenon of Chinese? It's a language, and learning Chinese means learning a language. I once summarized it as "seven-character formula", namely, knowing (literacy), writing (writing), reading (reading), reciting (reciting), writing (exercises), speaking (oral communication) and learning (good study habits). This is a basic Chinese skill that primary school students must master, and we should make great efforts to grasp it. In fact, language is the carrier of culture. In the teaching process, only by letting students touch the language can they deepen their understanding and perception of the text, thus being influenced by emotions, gaining ideological enlightenment and enjoying aesthetic pleasure, thus making humanity stand out. At present, some Chinese classes are more active than in the past, but there are more formalism, which drowns the ontology of Chinese. I once heard a class on "word string literacy" about Guilin Landscape. In this class, the teacher spent ten minutes just playing multimedia, and produced word cards while playing. Then let primary school students practice being small tour guides, and introduce the scenery of Lijiang River to children who pretend to be tourists in class. From the cultural edification, the teacher did make great efforts, but the task of literacy was not well completed. "Word string literacy" is a "literacy" course, and literacy and writing are the main tasks. Ignoring literacy and writing, is it still called "word string literacy"? The third is the text. When we talk about developing and utilizing teaching resources, in fact, the most important teaching resource is the Chinese textbook compiled according to the spirit of Chinese Curriculum Standards, because it is the concrete implementation of the teaching objectives stipulated in Chinese Curriculum Standards. Some people say that we can't attach too much importance to the text, because the text can't solve all the problems of students' development. However, the reality is that it is far from enough to pay attention to and study the text. It is certainly good to go beyond the text, but if you have a little knowledge of the text, how can you go beyond it? In Chinese class, teachers guide students to delve into the text, and students' personal reading cannot be replaced by teachers' explanations or students' collective discussions. To guide students to delve into the text, teachers must delve into the text first. If teachers don't fully understand the text and don't understand the intention of writing, it will be difficult to help students improve their Chinese literacy by relying on the text. Helping students understand the text is the most important means to guide students to study the text. To help students understand the text, they must read the book, that is, the so-called "reading to guide enlightenment, reading to see enlightenment." Students should be allowed to touch the language and feel the thoughts and feelings contained in it, and then read out these feelings through their own reading. It is also necessary to encourage familiar reading and reciting to form accumulation. The third requirement is reality. In class and teaching research, we should advocate the "three realities" proposed by Mr. Zhu Zuoren in the past-truthfulness, simplicity and solidity. Nowadays, there are many formalistic things in Chinese class, such as using multimedia and letting students perform whether they need it or not; Obviously everyone has a textbook, but they insist on typing the text on the screen paragraph by paragraph; It is obvious that reading aloud by yourself is very good, but you have to let the tape recorder do it for you. Let four people discuss in groups at every turn, but stop immediately without saying two words. What is the effectiveness of such cooperative learning? In teaching research, there are also problems of pursuing glitz and not paying attention to actual results. In the research class, the pursuit of appreciation, more tricks, less pragmatic. Some teaching and research articles pursue the so-called "academic nature", which makes people confused after reading. In my opinion, when attending an open class, we should advocate a normal class with a normal mind, and we should also advocate an atmosphere of seeking truth from facts when conducting research: the problems encountered in the curriculum reform are the research topics, our own teaching practice is the research process, and the teaching effect is the research results. We advocate taking your feet, walking on your own land, observing with your own eyes, thinking with your own brain, and drawing your own conclusions. Doing research or writing articles in this way can be real and clear, useful to people and beneficial to themselves. As for "training", it seems to be a bit diluted in the Chinese Curriculum Standard. In fact, the Chinese Curriculum Standard says: "Chinese teaching should pay attention to the perception, accumulation and application of Chinese, pay attention to the training of basic skills, and lay a solid foundation for students." It can be seen that things that belong to basic skills, such as writing, reading and composition, still need to be trained in a down-to-earth manner.
the fourth is moderation. The so-called moderation means that no matter what you do, you must grasp an appropriate degree. Reflecting on this round of Chinese curriculum reform, some practices in its early stage are not bad, but problems in grasping the "degree". For example, in order to respect children's unique experience, teachers have given up guiding students with correct values; Emphasis is placed on autonomous learning, but teachers' teaching is ignored; Take up a lot of time in class to let students exchange the collected materials, but leave the text aside; Improper use of multimedia, replacing reading with multimedia; Wait a minute. No matter how good the means and methods are, if you don't grasp the appropriate degree and use them too much, the result is often counterproductive.
Chinese classroom should pursue the realm of "harmony, harmony and nature"
China Teachers' Daily: In 27, the experiment of curriculum reform in primary schools has been carried out for a whole round. At that time, you proposed that the Chinese classroom should pursue the realm of "harmony, harmony and nature". What was your idea based on?
Jasmine Zhang: This is also targeted. I want to focus on "harmony".
Chinese Curriculum Standard emphasizes that Chinese curriculum is a multidimensional whole with multiple functions. What is the relationship between multiple functions? I think we should pursue overall harmony. In order to achieve overall harmony, the elements that make up the Chinese curriculum must maintain a proper degree. This is like cooking a dish. How much main ingredients, ingredients, condiments, and how to control the temperature are all arranged properly, so that the dish is delicious.
At present, there are many schools and slogans in the field of Chinese education, which is an important symbol of the success of Chinese curriculum reform and should be encouraged and advocated. What I want to say is about the naming of schools. It is more fashionable to put an attribute in front of "Chinese", which is called "so-and-so Chinese". I always feel that such a statement is not appropriate. Because you play the banner, you should try to highlight your things. If you expand infinitely, you will shrink other dimensions intentionally or unintentionally. After a long time, it will lead to the alienation of Chinese curriculum. When I say this, I am by no means against the formation of different schools and styles in Chinese teaching. I just want to remind you in a friendly way that we should fully realize the goals set forth in the Chinese Curriculum Standards, and don't generalize.
in addition, we should be "harmonious". It is not enough to grasp the dimensions of each dimension, but also to be good at integrating all dimensions to make it very perfect, just like a round ball.
The so-called "nature" refers to how to unify instrumentality and humanity at the operational level. Some people say that we all understand the truth of unification, but once we start class, we still can't avoid it: should we emphasize instrumentality or give priority to spiritual edification? My answer is, let nature take its course, and don't deliberately do anything. That is to say, we should seek truth from facts, treat specific situations in a concrete way, and proceed from reality and effect.
China Teachers' Daily: In the forthcoming Collected Works of Jasmine Zhang, you summarized your understanding of Chinese as "Fourteen Rhymes". Could you please tell us something about the "Fourteen Rhymes"?
Jasmine Zhang: In October 24, Mr. Hao Yuan, the editor-in-chief of Chinese Studies in Primary Schools, asked me to write a preface. What to write? Just write about the Chinese education I am familiar with. So I wrote ten limerick poems, the total title of which was "Feeling Chinese", which was published in the 12th issue of Primary School Chinese Studies in 24. Later, I added four more songs, which became "Fourteen Rhymes". Its contents include habits, literacy, writing, word interpretation, reading, exercises, language accumulation, Chinese practice activities, students' views and teaching views. These fourteen limerick poems generally include my understanding of Chinese education. Limited by space, I can only talk about a few of them.
No.1: "To form good habits, permanence is merit. I will benefit from it all my life. "
In a sense, the process of learning Chinese is the process of developing good Chinese learning habits. By habits, we mean not only many behavioral habits in the process of Chinese learning, but also Chinese ability itself, such as keeping a diary, reading novels and poems, consulting reference books or searching online when encountering problems, and so on. The predecessors said that "learning as a child is like paint". Many Chinese learning skills and habits developed after long-term training in primary school are unforgettable and used to it, which can affect children's life.
No.3: "What is pure tool? Writing can educate people. The inkstone runs through the pool and the pen makes you cry. "
Now there is a quite common view in society: computers are popular. Is it worthwhile for students to spend so much time practicing calligraphy? The "computer replacement theorists" only regard Chinese characters as pure written symbols loaded with information, but they don't know that Chinese characters themselves are a kind of culture, and letting students learn to write Chinese characters is influenced by national culture. People can write, and words can "write" people. In other words, writing can cultivate people's sentiment and cultivate their spirituality. This is an important factor that "Chinese Curriculum Standard" attaches importance to writing education.
No.7: "A teacher is like a matchmaker, so that he can communicate with himself. You have to study in since the enlightenment, but you can't hear it. "
In reading teaching, the teacher's role is like a "marriage introducer", whose task is to introduce the text to students, so that students can face the text directly and "fall in love" with the text. Teachers should create conditions for students to fully talk and communicate with the text. "Introducers" should have a wink, and those who should avoid it should avoid it. It will be annoying to make noise and chatter improperly. If the "two sides" are in "passionate love", the "introducer" can let go; Only when there is a "fault" in the communication between the two sides, the "introducer" is needed to clear it up.
No.14: "If you want to make waves, don't help the donkey man. Collect all kinds of pollen and make honey by yourself. "
In the tide of curriculum reform, some teachers are confused: when listening to an expert lecture, one person says this and the other says that; Seeing a famous teacher in class, who should listen to when this person is so good and that person is so good? We should have our own opinions. A teacher said it well: we should collect pollen from flowers like bees, but we have to rely on ourselves to make honey. We should not be superstitious, blindly follow, respect practice and be good at thinking.
Teaching materials should strive for the integration of traditional experience and modern consciousness
China Teachers' Daily: Many people use "nationalization, modernization and simplification" to summarize this set of small language teaching materials edited by you, so can you tell us something about your special thinking and design in absorbing traditional Chinese education experience and inheriting national culture when writing this set of teaching materials?
Jasmine Zhang: It is an important task entrusted to us by history to carry forward and cultivate the national spirit and enhance the creativity and cohesion of the nation. In January 1994, we set up a primary school Chinese textbook writing group. At that time, the tendency of political preaching in primary school Chinese textbooks was still not fundamentally solved. Under this background, the writing group clearly put forward the viewpoint of carrying forward national culture and inheriting excellent traditional morality.
Based on the above thinking, we strive to embody this idea in the process of compiling Chinese textbooks for primary schools. I want to talk about this side of family. We think, "If you don't sweep a house, how can you sweep the world?" If a person is very indifferent to his parents' feelings, what can he talk about loving the motherland and the people? At that time, we had a strong desire to make our next generation read our textbooks and become sentient and righteous people.
There are classes W and Y in Chinese Pinyin, so I created such a situational picture (see Figure 1) and matched it with a contextual song: "Old crow, call Gaga, catch a bug and feed it to the doll. The autumn wind starts, the weather is cold, and my mother makes clothes for me. " Pupils not only learn W and Y, but also feel maternal love and know how to honor their parents when they grow up. Another example is the "Idiom Song" in the unit exercise in the lower grades, which is compiled as follows: "The feeling of flesh and blood is related to pain, and ocean deep is as heavy as a mountain." The illustration shows that a primary school student is sick, and his mother is holding a medicine bowl in one hand and a spoon in the other. There are many texts with this content, such as Visiting Mother in Chen Yi in the lower grades, which tells that Marshal Chen Yi rushed back to his hometown to visit his sick old mother, and he took the initiative to wash his mother's clothes. Generally speaking, most marshals write about his military career, but we start from the perspective of family, so that students can be infected and educated through reading.
Our predecessors left a lot of valuable experience in traditional Chinese education, which is worthy of our good inheritance, but it is not a borrowing doctrine. We should accommodate the needs of the times and serve the real society. For example, we designed "word string literacy", in which one lesson is "spring breeze and spring rain/willow grass buds/cuckoo swallows bees/pear flowers, apricot flowers and peach blossoms" (see Figure 3), which is based on the traditional experience of literacy in Mongolian rhymes, but it has been expanded, such as its rich humanistic connotation, the function of stimulating children's imagination and the power of understanding things.